Teacher Judgments About Student Success Based on Appearance

Teacher Judgments of Student Success Based on Appearance

Methods in Sociology of Education:

The value of methods in sociology to identify and respond to factors associated with success of students in schools cannot be underestimated. Research in sociology indicates that non-cognitive traits play an important role in student success. The physical appearance of a student has an influence on the way he or she is perceived by both peers and adults. For better or worse, one's appearance is considered representative of one's values, intellect, and ability to succeed. Bias based on appearance can be due to physical attractiveness, grooming, dress, demeanor, attitude, physical handicap, disfigurement, race, gender, and many other perceivable traits.

In a related study, sociologist from the University of Miami Health Economics Research Group conducted research on three influential non-cognitive traits on high school grade point averages (GPA). The primary objective of the study was to ascertain if attractiveness, personality, or grooming had any correlated to academic success. Among the findings, which were based on information gathered from the National Longitudinal Study of Adolescent Health, was a statistically significant increase in the GPA of female students who had greater physical attractiveness and/or a dynamic personality, and significant increase in the GPA for well-groomed male students. The study broadened earlier research that focused on physical attractiveness alone. Michael French, co-author of the study, relayed the surprising outcome "that physical attractiveness was not the most important non-cognitive predictor of grades" and that "grooming and personality were stronger predictors of academic success in high school for boys and girls respectively" (French, Robins, Homer, & Tapsell, 2009).

The findings of this study, as well as others (see George/Aronson), imply that some amount of positive or negative bias from teachers and school staff as well as differences among student objectives contribute to the correlation. The sociology of education offers insight as to how these two primary factors influence student success within the structure of a school society. Some notable educational sociologists include Robert Dreeben, Maureen Hallinan, and Charles Bidwell.